Invisible and Indispensable: Part-Time Teachers in California Community Colleges.

Autor/in	Abel, Emily K.
Titel	Invisible and Indispensable: Part-Time Teachers in California Community Colleges.
Quelle	(1976), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Colleges; Employment Problems; Job Satisfaction; Part Time Faculty; Questionnaires; School Surveys; Teacher Attitudes; Teacher Qualifications; Teacher Salaries; Teaching Conditions; Two Year Colleges; Underemployment; Women Faculty; Work Environment; California + Suchen Sie Ihr Suchwort? Community college; Community College; Beschäftigungssituation; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Fragebogen; Lehrerverhalten; Lehrqualifikation; Lehrerbesoldung; Lehrervergütung; Lehrbedingungen; Unterrichtsbedingungen; Unterbeschäftigung; Frauenakademie; Weibliche Gelehrte; Arbeitsmilieu; Kalifornien
Abstract	Part-time instructors constitute a substantial proportion of the faculty at all levels of instruction. Community colleges in California are especially dependent on part-time instructors. Based on a survey of 243 (46%) part-time instructors at Santa Monica College, this study shows that most part-time instructors are committed to the profession of teaching but prohibited from full-time jobs by the employment crisis. Their qualifications compare well with those of full-time faculty and they invest a substantial amount of time in preparation for class. They depend on their small salary from the college for a large proportion of their total income; many support themselves by holding a number of part-time assignments at various educational institutions. Part-time instructors are aggrieved by their low salaries, lack of fringe benefits, and their low status. Most would accept a full-time job but half would prefer to remain part-time if their pay and status were improved. Part-time teachers are denied the opportunity to prove themselves and then penalized for failure to demonstrate their merit. Additionally, the disproportionate number of women on the part-time staff can be considered as an example of the discriminatory treatment of women in academia. The women are more qualified, invest more time in class preparation, and have fewer outside professional commitments. The survey instrument and tabulated responses are appended. (JDS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC